!Léelo a tu hermana pequeña! Storying the Literacy Experiences of Latina/o Bilingual Teachers

• In Event: Exploring Family Engagement and Support in Identity and Bilingualism

Abstract

Recent studies have focused on the biliteracy development of bilingual teachers as connected to their biliterate and bilingual identities (Fan & de Jong, 2019; Nuñez et al., 2021). These studies highlight issues related to the role of linguistic identity development and point out the need to use teachers’ “genres of self” (Galindo, 2007) to help us understand how their lived experiences mediate the ways they construct their professional identities. Using narrative methods, this study examines the biliteracy stories of 21 Latino/a teachers to uncover how their experiences with developing as biliterate individuals impact the ways they teach in bilingual classrooms. We ask: How do bilingual teachers story their own biliteracy experiences? How do their stories connect to their teaching?

Authors

• Sharon H. Ulanoff, California State University - Los Angeles
  Presenting Author

• Joan C. Fingon, California State University - Los Angeles
  Presenting Author